The Roundhay Way - Whole School Summary and Provision Map 2020-2021
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The Roundhay Way – Whole School Summary and Provision Map
2020-2021
The first intake of children joined the school in 2012 when the school opened. As of September 2020,
we have 452 pupils from Reception to Y6 equally weighted, other than a ‘bulge year’ in Y6. We serve a
diverse community and at the heart of everything we do is to ensure that we strive for excellence on a
daily basis so that ‘we are the best that we can be!’ We have 64 pupils who receive pupil premium, which
includes 20 adopted/previously looked after children, 131 EAL pupils. We have 73 on our SEN register
who receive specialist SEN support, 3 children who receive intimate care, 13 children who have an EHCP,
2 Child in Need cases and 1 Early Help plan. We are proud of our diverse community and we use our
best endeavours to make sure that all of our children get the support they need to be happy, safe and
reach their full potential.
There have been significant changes in school since the previous inspection:
✓ Designed a new staffing structure with clear roles and responsibilities, including a new Head of
Primary, a new Deputy Head teacher, 3 new AHTs, a new Pastoral Team and a non-teaching
SENCO.
✓ Appointed 10 excellent new members of the Teaching Staff who now work with a shared vision,
responsibility and understanding
✓ Appointed 6 new teaching assistants and Pastoral Support Leader and workers in response to
the high percentage of children (45% of the caseload) with SEMH needs
✓ Recruited a senior CAMHs specialist to further support and develop our inclusive practices as
well as supporting some of our vulnerable parents
✓ Introduced and embedded three, clear school promises to raise expectations and improve
conduct and behaviour in school
✓ Created a happy and welcoming place to learn and work
✓ Introduced and embedded half termly core value focuses so that our values are ‘lived and not
laminated’
✓ Restructured the admin team to ensure clear roles and responsibilities, including a new
Business Manager, and two need administration assistants who have re-designed systems from
scratch
✓ Introduced a new curriculum fit for purpose, offering breadth, balance, mastery and challenge
✓ Implemented and embedded new teaching approaches in reading, writing and maths to
transform the rigour, challenge and pitch of our curriculum
✓ Implemented and developed clear and consistent lesson mechanics so that every lesson
supports progress
✓ Created a culture and climate where children now enjoy their learning across the curriculum,
especially Art, Science and PE
✓ Introduced a robust performance management system to support staff development, enjoyment
and created a climate of trust, respect and reward
✓ Embedded into our ethos a greater emphasis on ‘striving for excellence’ and attention to detail
to raise expectations and aspirations of our young people
✓ Created and developed a climate and culture which is loving, nurturing and inclusive
✓ Focused on Quality First Teaching and effective planning to ensure better outcomes for all our
children
✓ Strengthened collaboration and support across the whole Staff Team to sustain our
determination and commitment to deal with the challenges of today and the future
✓ Transformed the school environment with a consistent ‘look’ to ensure a culture of excellence
and calmness, attention to detail and a sense of pride within school
✓ Introduced pupil responsibility and voice so that pupils are developing skills for their future
1✓ Maintained a pro-active and relentless approach to ensure that our school continues to move
forward in all areas of school life
✓ Transformed how we plan and spend additional funding coming to school through careful and
strategic leadership and management and accountability
✓ Worked tirelessly to re-design, implement and embed a culture of vigilance in school which was
celebrated in our LEA review in June 2018
✓ Embedded distributive leadership to reflect our ‘dogged determination’ to sustain high standards
and progress for all, including the transformation of our SEND planning and provision, assessment
and pupil participation
✓ Worked closely with other professionals to rapidly improve the quality of provision for our
vulnerable pupils in school
✓ Introduced new systems to support communication and develop our ethos of shared
responsibility within our school community
✓ Improved communication links with parents through our Newsletters, Text messaging, Twitter
and a regularly up-dated website, Parent Mail (this list is not exhaustive!)
✓ Worked exceptionally hard to support not only our vulnerable children but also their parents
✓ Improved our Roundabout Before and after School provision with new leaders and systems so
that we can accommodate over 100 pupils for breakfast and after school provision on a daily basis
✓ Promoted ‘The Roundhay Way’ to shape our relentless pursuit of excellence and the future of
our school which was acknowledged and celebrated during our successful Red Kite Review in
March 2018
✓ Continued to be…...Ambitious
Innovative
Dedicated
Passionate
Dynamic
Strong
Focused
Optimistic
Resilient
& proud to be a respected, valued part of The Roundhay Team
2An Overview of our Provision @ Primary
Our Universal Offer (Wave 1 Quality First Teaching)
We work tirelessly to ensure that all of our children access a high quality education. Our curriculum has
been designed around clear core values which link to the needs of our diverse community:
INTENT – our vision and aims are to ensure that every child receives a well-rounded education during
their time with us. Our whole school offer is centred on the importance of talk, language, high quality
texts and a breadth and mastery of key skills. Our core values are to ensure that everything we do
encourages children to be the very best versions of themselves on a daily basis. All of our work is built
around six main goals to ensure pupils are: happy, safe, enjoy a challenge, show respect, celebrate
diversity and are ready and fit for their future. This starts with our culture and climate in school. We
work hard to ensure that our happy, welcoming and inclusive environment is a place where children
are calm, resilient and enjoy their learning. We make conscious decisions about how to make our
pupils safe through quality relationships, routines and systems in school. We do whatever it takes to
ensure that all of our pupils thrive in school and tailor of approaches to ensure that the reasonable
adjustments we make for personalised provision leads to better outcomes for our young people.
IMPLEMENTATION- We have designed and implemented a well understood, clear and effective
teaching craft which has led to transformational improvements to the outcomes of our students. Through
carefully planned teaching sequences in reading, writing, maths especially, we have created a consistent
and effective approach to teaching, learning and assessment within and across school. The entire staff
team plan consistently with a clear focus on the mastery of key skills over time. Our main focus is always
focussed on how to accelerated progress within and across lessons through carefully designed lesson
mechanics, with effective differentiation for our pupils with SEN support. The entire teaching community
prioritises the key skills within the age-related expectations and, through our ENGAGE, MODEL, DO cycle
within every lesson, teachers create learning experiences which lead to the mastery of key skills through
engaging real life and exciting contexts. Our planning is built around high quality core texts which inspire
and engage and build a love of reading. We also invest heavily in purposeful talk as if they can’ say it,
then they can’t read or write it. This is particularly successful for our above average number of EAL
students in school. Our weekly talk time sessions also develop and support the development of children’s
oracy as we focus our attention on creating articulate young people who can voice their needs and
opinions with conviction. Everything we do in school encourages the development of key skills for life,
including: our junior leadership opportunities and roles within school, weekly yoga and meditation
sessions, and children working as scientists in their weekly science afternoons.
IMPACT- our curriculum, culture and character in school is leading to improving outcomes for all our
pupils. We are proud of the whole school transformation we have seen over the last few years, including
achieving 100% in the last phonic screening test! We are proud to have been asked to host a DFE phonics
roadshow which demonstrates our commitment to ensuring that every child is a reader by six. We are
also pleased with the impact all of our new systems are having with the overall effectiveness of our
school offer and outcomes of our children. We use of best endeavours to use the schools resources as
effectively as possible to have the most impact within school. We also use the additional funding coming
into school, albeit to disproportionate to the current level of need, to ensure that all of our children’s
needs are being met.
3TARGETTED support (Wave 2)
For children who are working slightly below age-related expectations, and require some additional
support and targeted intervention, we have clear systems to support them in order to make accelerated
progress. We currently have 71 pupils who require additional support to achieve well at the Primary
Campus. This can often be provided through pre-teaching small group intervention programmes at the
very start of the day, including our successful early bird offer which is delivered by a member of the
school’s classroom based support team and/or a class teacher, we also run same day interventions that
are designed to ensure that pupils ‘catch up and stay up,’ as well as pastoral check ins, group sessions
and personalised provision for more specific needs. We adopt the same assess, plan, do, review cycle
for these pupils that will advance children’s progress and help them achieve in line with their peers.
SPECIALIST SEN SUPPORT (Wave 3)
This specialist support is for those children who have special educational needs and require personalised
provision. This is carefully designed, implemented and reviewed using our best endeavours to meet the
child’s needs. This SEN support follows a clear assess, plan, do, review (APDR) cycle and follows the
guidelines of the Code of Practice using a graduated response and approach. We aim to work very closely
with other professionals and outside agencies in order to ensure that each child is happy, well supported
and making good progress towards agreed targets. Our aim is to always work with the child at the heart
of everything we do, alongside a close partnership with parents.
Educational Health Care Plans (EHCPs - wave 4)
An education, health and care (EHC) plan is for children and young people aged up to 25 who need
more support than is available through special educational needs support. EHC plans identify
educational, health and social needs and set out the additional support to meet those needs.
We have 13 children in school who have EHCPs and more children in school who have been identified
for assessment this year.
4Provision @ Primary – 2020-21
Please find below our SEN offer for each area of our provision:
Universal Offer Targeted Specialist provision
Support
Environments: Environments: Environments:
• Safe and well organised classrooms • Break out spaces • Workstations for children with
(uncluttered, well-spaced and angled towards for children who autism or individual needs to
the boards) need more time reflect special interests
• Calm and purposeful environments for and space to • Happy and Sad faces pockets
children to thrive in (soft colours and regulate for all ASD children after each
fascinations)
• Visual resources easily accessible e.g. Live
• Calm areas with lesson to communicate feelings
individual (used as at talking mat after
Learning Lines, word mats, RWI sound charts, each lesson)
prompts for
common exception words for every class, • Now and Next boards used to
pupils who need
resources to support progress within specific support sequencing, reduce
more support to
lessons and over time anxiety and visible at all times
regulate
• Dyslexia friendly resources used for all pupils • Visual feedback prompts used
(e.g. coloured backgrounds) to show the child has
• Resources are readily available and understood – personalised sign
differentiated according to need • Outdoor learning and spaces
• WORD walls are used to support vocabulary are used to support children
development with SEMH particularly,
• Visual Timetables with PECs visuals to support including individual gardens,
familiar routines den building and risk taking in
• Modelling handwriting to showcase play
expectations consistently
• Calm areas in each classroom with supportive
materials to develop self-regulation
• Emotional regulation prompts in each
classroom to support independence
• Outdoor learning and natural resources are
used when appropriate to support the use of
soft fascinations.
• Forest Schools is being implemented this
academic year
• Photographs of key staff in the classrooms
• Pictures used for labelling – especially in KS1
• S&L rules displayed and taught well
• A range of multi-sensory resources are used
within and across lessons
Universal Offer Targeted Specialist provision
Support
Cognition & Learning difficulties: • Pre-teaching • Personalised provision targets
• High expectations for all of our pupils sessions to on tables and work from APDR
• Clear learning outcomes using key skills and support children • Dyslexia – word shark (3 times
mastery access ARE a week), ALK active literacy kit,
• Clear steps within lesson to scaffold and lessons Units of sound, 4 step dictation
support • Same Day method for spelling, Claro
• Effective modelling through I do, we do, you Interventions Speak – app photograph and
do approach to ensure that children feel ready (SDIs) in order read it back, spelling shed
to work independently and apply key skills to ensure that • Personalised provision targeted
• Carefully designed teaching sequences to pupils ‘catch up work
support mastery and stay up.’ • English: B squared assessment,
• Pre-teaching of key concepts and language to • Touch type for Reading Between the Lines KS1
support progress children who & KS2, RWI 1:1, RWI fresh
• Differentiation to support children’s access to struggle with start, word shark, spelling
key skill development transcription shed, Black Sheep folder –
• Use of a range of resources to support • Handwriting SALT, 1:1 reader, and above,
(concrete objects, images, sequencing, support and EY wellcomm (vocab EAL), PIXL
Kinasethic etc.) guidance therapies
• 1:1 RWI sessions
5• ENGAGE, MODEL, DO throughout each lesson • Early Bird • Maths: PIXL times table app,
to support consistency and familiarity of sessions number shark, PIXL, numicon,
lesson routines • Times table PIXL B squared
• RWI letter/sound charts stuck to the desk app • 1:1 tuition
• Alphabet stuck to desks • Support from Educational
• Key word/ phoneme charts stuck to the desk Psychologists, SENIT, STARS
using dots and dashes
• A clear focus on talk, modelling and
independent learning in each lesson
• A consistent approach to handwriting using
fully cursive script
• Coloured worksheets
• Explicit teaching of keyboard skills
• Cloze procedures used to support memory
• Minimal copying from the board
• The learning pit is used throughout school to
support children’s resilience
• Read, Write, Inc. phonics programme is used
to ensure that every child is a reader by 6
• Read, Write, Inc. spelling programme is used
to ensure that children are confident with
transcription
• High quality modelling and use of good
examples to aid memory and support
expectations
• English is planned around the use of high,
quality texts to develop a real love of reading
• High quality ‘on the spot feedback’ and
corrective teaching to ensure that all children
make progress
• On-going teacher assessment for, and of,
leaning
• Test practice using PIXL to support
independence and application – pitched at
ARE for the child
• Standardised reading tests to assess reading
ages
Universal Offer Targeted Specialist provision
Support
Social, emotional, mental health needs: • Reasonable • Nurture provision every
• A culture and climate based on positivity, love adjustments to morning
and nurture (5 positive comments to one the behaviour • Socially Speaking
negative) policy for • Time to Talk
• Praise is specific and named children who • Friendship groups
• Pupil jobs to raise self-confidence and communicate • Nurture lunchtime provision
responsibility gaps in their • PAC-UK training and support
• A staff team who see each child as unique and development • AIP support and training
find their hidden talents • Choosing time at • Educational Psychologist input
• Staff team who are trained in attachment the start of the and recommendations
theory and understand the impact of early day for pupils • Play/Art therapists
trauma who struggle to • Social worker input
• Calm areas in each class to support self- come into school • Adoption One partnership
regulation • Check ins from • SENIT support
• Visual timers used to support regulation the Pastoral • THRIVE group sessions based
• Visual timetable to support familiar routines Team to support on outcomes from assessments
• Secure, trusting relationships between all and scaffold • THRIVE 1:1 sessions based on
adults and children regulation outcomes from 1:1 sessions
• Weekly talk time to support collaboration • Focused sessions • Specialist therapy
• PSHE curriculum built around core values to with pastoral • Victory logs to support self-
support explicit teaching team for esteem development
• RSE policy and programme to support key friendships, • THRIVE classroom based
skills for being ready and fit for their future collaboration downstairs
• Regular opportunities to support peer-to-peer skills and • Lego Therapy
coaching and mentoring understanding • Personalised provision work
• Emotional zone of regulation teaching and emotions from APDR
support
6• Thrive whole school offer where staff are • Strategies: post it notes to
trained in child development and avoid calling out, blocked time
psychological factors and behaviours which learning, chunk instructions,
communicate interrupted behaviours fiddle toys used, transition
• Recognition boards in each class to support times cleary structured
positive intrinsic rewards and • IBPs for individual children and
acknowledgement of talents risk assessments
• Clear whole school promises to support clear
expectations
• Clear sanctions to support choice and
consequences
• Restorative approach to reparations
• 13 whole school pledges which support raising
children’s self-esteem, regulation and
independence
• Clear rewards systems – weekly special
mentions, Hot Chocolate Thursdays, postcards
home, stickers, verbal praise and reward,
GTBG events
• Weekly meditation and yoga sessions to
support mindfulness across school (Go Noodle
& body scans)
• Specialist sports coaching weekly to support
active body and mind
• Fitness Fortnight (for 5) events in Summer
Term to support well-being and mental health
• Healthy snack policy and lunch policy
Universal Offer Targeted Specialist provision
Support
Communication & Interaction: • Small group Nurture provision
• A rich language culture and climate across work sessions to • Talk partner well-chosen and
school develop briefed well
• Lessons built around talk and oral rehearsal interaction skills • Task sheets/whiteboards to
• Talk for Writing used to support oracy and • Small group break down the information
idea development speaking and within instructions. This is to
• Minimal black on white paper – blue or listening support independence.
coloured paper used sessions • Lego Therapy
• Peer coaching and assessment • Social skills • SALT 1:1 and small group
• Weekly talk time sessions to build confidence groups sessions- Early Bird offer
• Reading aloud time (intonation and • Transition • SALT – Talking House in school
expression) support twice a week
• Drama and role play planned into teaching • NHS speech therapy
sequences • STARs – training for staff and
• Colour semantics in reception consultations for children with
• RWI which focuses on correct formation of clear recommendations
sounds and blending • Personalised provision targeted
• Collaborative learning experiences through work from APDR
science, PE and across the curriculum with an • 1:1 talking mat sessions
explicit focus on collaboration
• Destination Imagination offer for after school
club to develop collaboration and interaction
skills
Universal Offer Targeted Specialist provision
Support
Sensory and/or physical needs: Touch type group Personalised provision from APDR
• real life sensory experiences built into sessions – early bird Occupational Therapist
planning and the curriculum Handwriting sessions Moving and Handling support Team
• Limited amount of shiny laminates in school Sensory circuits
• Pupil copies size and font appropriate DAHIT and VI team
• Sloping desks provided Specialised medical care, intimate
• Handwriting lines to support effective care and swimming expert
transcription
• Pen/pencil grips available
• Tasks steps and sequences clear
7Assessments (as part of APDR)
Reading, writing and maths:
• Reading standardised screener for all (age result)
• Reading comprehension screener 1:1 – below children (Y5 & Y6 completed)
• LASS screener 1:1– reading, spelling, memory, IQ reasoning
• B squared if working 2 years below ARE
• SENIT referral
• RWI assessments for phonics and reading
• ALK screener
• QLAs from PIXL tests
• White Rose unit tests – different year groups
• SENIT maths screener
Speech and Language:
• SAL assessments – Talking House
• Socially speaking
• Time to talk
General cognition and learning difficulties:
• SENIT/Ed
• B squared
Social, emotional, mental health:
• Thrive assessments
• SDQs (strengths difficulties questionnaire) & Thrive assessments
• Socially Speaking
• Time to Talk
SEN SUPPORT documentation: Each child who receives SEN support has a clear chronology of APDR
and the graduated response using the following document. Personalised provision maps are used in 6
week blocks with clear SMART targets. Parents and pupil participate fully in creating, implementing and
reviewing these.
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